Field Educator Orientation Packet Order - School of Social ...socialwork.buffalo.edu/content/dam/socialwork/home/... · 4.wo years post T -master's social work experience (preferred)

Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2019-2020\Left Pocket\_Field Educator Orientation Packet Order (to include in all packets) 19-20.doc

Field Educator Orientation Packet Order Up da te d 6/1 0/1 9 ( inst ruct ion s f or mak ing pac ket s u nder l ined)

Left Pocket

3 Infographic Brochures – Podcast; Self-Care; Social Media Field Educator Orientation Packet Contents Order (this page) Orientation Session Outline (staple) Field Educator Profile MSW Program Curriculum (2019-20) Resources for Field Educators Tuition Waiver Process / Flow Chart Tuition Waiver Memo & Request Form (2019-20) (Staple TW items together) SSW Website Field Calendars and Guidelines (2019-2020) (staple) Interprofessional Education and Field Flyer UB SSW Phone Directory (June 2019) Taskstream Handout: Online Learning Contract Roles and Responsibilities Attendance Policy (staple) Right Pocket

Section One: Learning Contract and Evaluation (section stapled) Taskstream Handout: Learning Contract Worksheet – Foundation & Advanced Learning Contract Activities Learning Contract: Definitions and Tips Levels of Performance When you have an at-risk student

Section Two: Supervision (section stapled) Supervision in Social Work Field Education Supervision & Feedback Powerpoint Preparing: Understanding What’s Expected and Why Supervision Record Form (For Student Use) Reflective Supervision Questions Developmental Stages of Students in Field Section Three: Learning Styles and Self Assessments (section stapled) Learning Style Quiz Characteristics of the Learning Styles Field Educator Skills Assessment Tool Section Four: Optional Log/Journal Format (section stapled) Log/Journal Format

For Liaison Use

1

Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2019-2020\Left Pocket\Field Educator Orientation Session Outline (FOR LIAISON USE).doc Rev 6/24/2019

Field Educator Orientation Session: UB School of Social Work

Introduction

• Welcome - this is a PARTNERSHIP between the FE, the Agency, the student and the Liaison and UB SSW.

• Does the FE Profile Form need to be completed? Form is in packet and online.

• MSW Program Curriculum Handout - Our goal for a student in a field placement • To have a generalist perspective… • Learn foundation and advanced year skills • Important to stay focused on the skills the student learns instead of training a

student to learn X agency or to be able to be a SW in X agency • Trauma Informed Human Rights Curriculum and Self Care (Point to the Web)

http://socialwork.buffalo.edu/about/trauma-informed-human-rights-perspective.html

• Resources for Field Educators Handout; Tuition Waiver information

Other Field Educator Benefits

Giving back to the profession Keeping abreast of current research and curriculum Teaching a new generation of social workers Supervision Experience Tuition Waiver - http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-

resources/SUNY-tuition-waivers.html Continuing Education Certificates (As funding permits / courses in Buffalo only)

Online Materials and Resources - Resources available to guide the education of our student – show Field Educator page on website http://socialwork.buffalo.edu/field-educators-liaisons.html ; Field Educator Orientation Page http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training.html

• Website Handout Our hope that they would also review the entire field manual and if possible review the on-line orientation.

• Field Educator Orientation & Training Page Handout

Field Calendar and Guidelines very important to review; hour requirement • Let FE know that there is a phone directory in the packet

• Introduce the Taskstream program – Taskstream Handout – Online Learning Contract

See also http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-



http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/SUNY-tuition-waivers.html


http://socialwork.buffalo.edu/field-educators-liaisons.html


http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training.html


http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training/learning-contracts-and-performance-evaluations/taskstream.html

For Liaison Use

2


resources/orientation-and-training/learning-contracts-and-performance-evaluations/taskstream.html

Roles & Responsibilities - Handout Field Educator Role Supervision: Provide critical feedback that is systematic, objective, and consistent. Feedback should be improvement oriented, interactive and reciprocal. Goal oriented while being flexible, non-judgmental and balanced – “stroke, kick and a stroke”.

• HIPAA - discusses general student (FERPA) confidentiality. Important to have FE understand that anything a student shares can (sometime should) be shared with the Liaison or the Field Office.

• Safety – cell phone policy (student is NOT to use personal cell phone for an client contact or any agency business), personal auto insurance policy

Task Supervisor Role • If Task Supervisor model is in place, please make sure to keep communication

open between all parties. Student Role

• Discuss PRACTICAL expectations of a student – operationalize for the FE

Maintain and adhere to all standards and policies of SSW, comply with all contracts entered into with Field educator and Faculty liaison and be a willing partner in learning. Demonstrate knowledge and competency and provide opportunity for field educator to observe skills through process recording, log/journal (handout-log/Journal Format), and video/audio taping and/or direct observation.

• Students are required to complete the SSW Timesheet; any changes in schedule must have prior approval and be in writing with Field Educator’ Liaison signature.

• See Attendance Policy Handout (Refer to time Field Manual for complete time and Attendance policy and timesheet)

Learning Contract

• Taskstream Handout - Learning Contract Worksheet; Overview of Taskstream

• Accreditation and Curriculum Changes Handout students develop skills and competencies



For Liaison Use

3


• Learning Contract Activities Handout-- suggested activities: Web search: http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training/learning-contracts-and-performance-evaluations.html

• (If Applicable) Task Supervision Model The Task Supervisor does not replace the Field Educator, and must work in collaboration with the Field Educator to ensure that the student’s learning goals are being met and that regular feedback is provided

• Learning Contract Module on the School’s Website http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training.html

Evaluation

Evaluating Students’ Performance – An important process in professional education to ensure that those who graduate are capable of interacting with clients, colleagues and the community in an ethical and competent manner.

Levels of Performance Handout

When You Have an At-Risk Student Handout

• Red Flag Behaviors Two Broad Types

• Actions so outrageous and damaging warrant immediate removal from placement

• A subtly emerging pattern of behavior consisting of a recurrent series of lesser problems the student does not seem able to overcome

• Faculty Liaison - discuss what you want them to call you about – discuss examples, i.e. provide connection to SSW, guidance with policy and procedure, trouble-shooting when needed and provide student with grades.

• NASW Code of Ethics website http://www.naswdc.org/pubs/code/

• UB Sexual Harassment Policy http://www.buffalo.edu/equity/obtaining-assistance/sex-discrimination-and-sexual-harassment.html

Supervision

Supervision Module on the School’s Website – http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training.html

Supervision in Social Work Education Handout; Preparing for Supervision Handout; What’s Expected and Why Handout

http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training/learning-contracts-and-performance-evaluations.html


http://www.naswdc.org/pubs/code/

http://www.buffalo.edu/equity/obtaining-assistance/sex-discrimination-and-sexual-harassment.html

http://www.buffalo.edu/equity/obtaining-assistance/sex-discrimination-and-sexual-harassment.html



For Liaison Use

4


Reflective Supervision Questions Handout

Handout-Supervision Record Form (Student’s Responsibility to come prepared to supervision)

Supervision and putting on the ‘Educator’ hat

Importance of Code of Ethics and good boundaries; Student/Client Relationship; very important - student MUST ID themselves as a student to co-workers and clients.

Developmental Stages of Students in Field (See HO)

• Stage 1: Beginning of the semester – the first 4 weeks • Stage 2: The second 4 weeks • Stage 3: Where should the student be entering the last 4 weeks of the semester • Stage 4 :Middle phase - end of first semester to the end of second semester • Stage 4: Termination”

• Suggest touching base throughout the year as the student enters these stages.

• Developmental Supervision Module on the School’s Username: fieldeducator (case sensitive/ no spaces); Password: Supervision101

Learning Style Quiz Characteristics of the Learning Styles Log Journal Format Handout– optional tool Field Educator Skills Assessment Tool

685 Baldy Hall, Buffalo, NY 14260 716.645.3157 (F) [email protected]

Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2018-2019\Left Pocket\Individual Contents\Field Educator Profile.docx

Name _______________________________________________________________________ Date _______________

Other/Previous Last Name _________________________

I would like to be a ☐ Field Educator ☐ Task Supervisor

I have supervised UB MSW Students in the past ☐ Yes ☐ No If yes, Agency Name _____________________

Criteria for the selection of Field Educators: Criteria for the selection of Task Supervisors:

1. A Master's Degree in social work and NYS License (either LMSWor LCSW, as appropriate to the setting / level of intern’s clinicalresponsibilities)

2. Willingness to meet the stated Field Educator Responsibilities3. To be free of any professional sanctions by NASW4. Two years post-master's social work experience (preferred)5. Have worked in the field placement agency for 1 year

(preferred)

While a Masters Degree in Social Work is not required for task supervisors, (s)he must work in a related discipline and have an understanding of the social work perspective. The task supervisor typically has expertise in an area that expands a student’s learning opportunities.

Reason for completing this profile ☐ I am assigned to an MSW Student – Student Name (if known) _________________________ ☐ I am interesting in becoming a Field Educator/Task Supervisor – I have been in contact with ____________________ from the School of Social Work’s Field Department.

CURRENT EMPLOYMENT

Agency ___________________________________ Telephone _____________________

Address __________________________________ Fax __________________________

_________________________________________ E-mail ________________________

Date Title _____________________________________ Employed _____________________

Have you ever been sanctioned by NASW for professional misconduct? ☐ Yes ☐ No

We would appreciate it if you would please consider supplying the following alternate contact information. This information would be used in the event that we are unable to reach you at your place of employment (i.e. emergencies, change of employment, leave of absence). The personal information below is solely for the Field Department and will not be shared with students.

Personal Email __________________________________ Personal Phone _________________________________

Field Educator / Task Supervisor Profile

mailto:[email protected]

685 Baldy Hall, Buffalo, NY 14260 716.645.3157 (F) [email protected]

Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2018-2019\Left Pocket\Individual Contents\Field Educator Profile.docx

Field Educator / Task Supervisor Profile

Is your current employment agency licensed by any of the following? Check all that apply: ☐ NYS Office of Mental Health (OMH) ☐ NYS Office of Children & Family Services (OCFS) ☐ NYS Office for People With Developmental Disabilities (OPWDD) ☐ NYS Office of Alcoholism and Substance Abuse (OASAS)

NYS LICENSURE: Please check one: ☐ I have an LMSW: NYS License #______________________________________________

(If you do not have your license number we can look it up for you)

☐ I have an LCSW: NYS License #______________________________________________ (If you do not have your license number we can look it up for you)

☐ I have applied for license/Application for license pending ☐ I have not applied for NYS License

ETHNICITY ☐ African American/Other Black ☐ Caucasian (Non Hispanic) ☐ Chicano/Mexican American ☐ Puerto Rican ☐ Other Latino/Hispanic ☐ American Indian/Native American ☐ Asian American/Other Asian ☐ Pacific Islander ☐ Other ☐ Multiple Race/Ethnicity ☐ Unknown

Field Office Use Only ☐ Entered into database ☐ Added to FE ListServ ☐ New FE Orientation ☐ Emailed about Taskstream


MSW PROGRAMS 2018 - 2019 Traditional

Total Credits: 60 FULL-TIME

FALL – Semester I 15 Credits SW 500 Social Welfare Policy & History 3

SW 505 Theories of Human Behavior & Development 3

SW 510 Scientific Methods in Social Work 3

SW 520 Interventions I 3

SW 550 Field I 3

SPRING – Semester II 16 Credits SW 503 Diversity and Oppression 3

SW 506 Theories of Organizational Behavior and Development

3

SW 514 Evaluation in Social Work 3

SW 521 Interventions II 3

SW 551 Field II 4

Human Biology Requirement *Must be completed before beginning advanced year

R

Advanced Year FALL – Semester III 13 Credits SW 542 Trauma & Human Rights 3

SW ___ Advanced Interventions** 3

SW 552 Field III 4

Advanced Topics Choose One: (Only offered Fall/Spring semesters) 3

SW 560 Nature & Treatment of Alcohol & Drug Problems

SW 561 Dual Disorders

SW 563 Advanced Policy Development & Analysis

SW 564 Administration & Management

SW 566 Social Services to Children, Youth, & Families

SW 569 Community Social Work

SW 570 Health & Disability Social Work

SW 572 Mental Health & Disability Social Work

SW 576 Assessment & Treatment of Child Abuse & Neglect

SW 706 Aging Populations and their Families

SPRING – Semester IV 16 Credits SW 543 Professional Development Seminar 1

SW ___ Elective 3

SW ___ Elective 3

SW ___ Elective 3

SW 553 Field IV 3





SW 564 Administration & management







** Advanced Interventions (Only offered Summer/Fall semesters) SW 522 Case Management Interventions SW 523 Social Action for Community Change SW 524 Interventions with Children & Adolescents SW 525 Interventions in Intimate Relationships SW 526 Interventions with Families SW 527 Interventions with Groups SW 528 Interventions with Adults SW 530 Interventions with Organizations SW 531 Crisis Intervention

PART-TIME FALL – Semester I 6 Credits SW 510 Scientific Methods in Social Work 3

SW 505 Theories of Human Behavior & Development 3

SPRING – Semester II 6 Credits SW 514 Evaluation in Social Work 3

SW 500 Social Welfare Policy & History 3

SUMMER – Semester III 9 Credits SW 503 Diversity and Oppression 3

SW 506 Theories of Organizational Behavior and Development

3

SW___ Elective 3

FALL – Semester IV 6 Credits SW 520 Interventions I 3

SW 550 Field I 3

SPRING – Semester V 7 Credits SW 521 Interventions II 3

SW 551 Field II 4

Human Biology Requirement *Must be completed before beginning advanced year

R

Advanced Year

SUMMER – Semester VI 6 Credits SW ___ Advanced Interventions** 3

SW ___ Elective 3

FALL – Semester VII 6 Credits SW 542 Trauma & Human Rights 3












SPRING – Semester VIII 7 Credits SW 552 Field III 4












SUMMER – Semester IX 7 Credits SW 543 Professional Development Seminar 1

SW 553 Field IV 3

SW ___ Elective 3

Student Name:__________________ UB #:

Resources & Benefits for Field Educators For more info visit: http://socialwork.buffalo.edu/field-educators-liaisons.html • Free Training: Preparing for Effective Field Instruction (3 CEU’s) – Sessions offered in both fall

and spring semesters.

• Continuing Education Certificates – Our thank you to you; mailed to educators in May. Training located in Buffalo only.

• Tuition Waiver Information – Educators are eligible for a SUNY tuition waiver for every student supervised each semester (equivalent to tuition for one 3 credit course; does not include fees). Tax liability applies. For more info, visit http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/SUNY-tuition-waivers.html.

o For a list of UB SSW courses approved for Continuing Education Hours, visit http://socialwork.buffalo.edu/content/dam/socialwork/continuing-education/documents/MSW_Electives_CEUs.pdf

• Online Training Segments: Preparing for Effective Supervision; Learning Contract and

Evaluation in Social Work Education; and, Developmental Supervision. http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training.html

o The Developmental Supervision Module includes video examples and download helpful handouts that will guide the process of supervision and learning contract development with your students.

• Searchable Database of Learning Contract/Evaluation Activities:


• TI-HR Curriculum Resource Center & Self-Care Starter Kit http://socialwork.buffalo.edu/about/trauma-informed-human-rights-perspective.html

• Annual Field Educator Reception- Enjoy being the guest of honor as the School celebrates the contributions of our Field Educators and Task Supervisors. Generally held late April or early May. Invitations are sent via regular mail.

• With Membership in UB Alumni Association, individuals gain online access to UB Library Databases (There is no longer a fee to join!!) https://alumni.buffalo.edu/

• Note: All Field Educator benefits are contingent upon SUNY authorization and budgetary appropriations




http://socialwork.buffalo.edu/content/dam/socialwork/continuing-education/documents/MSW_Electives_CEUs.pdf

http://socialwork.buffalo.edu/content/dam/socialwork/continuing-education/documents/MSW_Electives_CEUs.pdf






https://alumni.buffalo.edu/

Q:\Tuition Waivers\Tuition Waiver Flow Chart.docx

Tuition Waiver (TW)

Request is emailed to

Field Educator (FE) List

Serv

FE submits TW

Request Form to

Field

Field sends

email to FE about taxable income

Field processes forms and sends to

UB financial

UB financial mails TW

Certificate to FE's home

address

Field sends Year

End Report to

UB financial. UB sends to Albany

Albany issues

1099 tax forms to

FE's home addresses

Q:\Tuition Waivers\2019-20 Tax Year 2020\Tuition-Waiver-Request-Form.doc

To: Field Educators From: Laura Lewis, UB School of Social Work Director of Field Education Date: August 1, 2019 Re: Tuition Waivers for 2019-20 Academic Year Field Educators are eligible to receive tuition waivers for having provided education and supervision to a MSW student intern. Tuition waivers are issued after the end of the semester during which they are earned. We are asking you to request your waivers for each semester by the deadline specified on each semesters request form. While tuition waivers are very valuable, it is important to consider the following information before deciding whether or not to request them. 1. All tuition waivers earned during this semester must be requested by the deadline specified on the request form. We will

not be able to honor requests received after that date.

2. Tuition waivers may not be transferred to family, friends, or students. Tuition waivers are issued to the direct Social Work supervisor, i.e. Field Educator, who has first refusal. If the Field Educator relinquishes the waiver, the chief administrative officer/or equivalent of the agency may reallocate the waiver to a specific member of the professional staff of the agency.

3. Tuition waivers may be used to pay for any SUNY graduate-level credit courses. This may include online graduate level courses. Please visit http://sln.suny.edu/index.html for information about SUNY on-line education. Tuition waivers are redeemable for a 2-year period.

4. Tuition waivers cannot be used in the semester in which you are requesting the waiver. For example, if you have a student and request a Tuition Waiver in the Summer semester, you cannot use the waiver in that Summer semester.

5. Once issued, a tuition waiver cannot be transferred to another person. The person whose name appears on the waiver must use it.

6. If you supervise two students, you are entitled to a waiver for each. Each waiver is good for three credit hours.

7. For each waiver requested, you must fill out a copy of the enclosed Tuition Waiver Request Form (please make copies as needed). The response must be legible. The Social Security number and home address of the person to whom the waiver is being issued must be included.

8. Even though you may make copies of the Tuition Waiver Request Form as needed, copies of your completed form are not valid for requesting a tuition waiver. The original form that you fill out must be returned to the Field Education Department.

9. Waivers requested will be reported to the IRS and NYS Income Tax Bureau as income. The tax liability is imposed once the tuition waiver is issued to you regardless of whether or not you actually use it. Once issued, waivers cannot be returned to void tax liability.

10. Tuition waivers can be used to waive a maximum of 8 credit hours in any one term/semester.

11. Please be aware that if you register for a class, there are ancillary fees that are not covered by the waiver. Tuition Waivers cover In-State tuition costs only. If you are a resident outside of New York State, you will be required to pay the additional difference between In-State tuition and out of state tuition. See http://studentaccounts.buffalo.edu/tuition

12. Students will receive an electronic billing statement (eBill) sent to your @buffalo.edu email address.

13. Using the Tuition Waiver Certificate: Mail to: UB, 1 Capen Hall, Buffalo, NY 14260, Attn: Tuition Waiver Requests

14. Non US Citizens or non-resident aliens should contact 716-645-1234 before applying for the waiver. Tax implications apply.

You are very important to the School of Social Work and to our students. Without your support, we cannot train future social workers. Thank you for your help and understanding.

Q:\Tuition Waivers\2019-20 Tax Year 2020\Tuition-Waiver-Request-Form.doc

TUITION WAIVER REQUEST FORM Please return this form by the deadline date specified below for a request each semester.

Field Educator: Telephone Number: Agency: Agency Address: Student Supervised: Semester: circle one Fall due Nov 1. / Spring due Apr 1. / Summer due Aug 1.

We cannot honor requests after the deadline. Year: Credit Hours Requested: (1, 2 or 3-credit waiver per student per semester.) You are entitled to a 1, 2, or 3-credit waiver for supervising a student in the field for the semester indicated above. Eight credit hours are the maximum number of hours that can be waived per term using tuition waivers. The tuition waiver may be issued to the student’s field educator, task supervisor or by an employee of the agency.

IMPORTANT INFORMATION ABOUT TUITION WAIVERS (Please be sure to read attached memo for complete list of tuition waiver details.)

Tuition Waivers cannot be issued to students, family, or friends. Once a tuition waiver is issued, we cannot change the name on the waiver. Tuition waivers cover in-state (New York State Residency) graduate tuition costs only. Residents outside of New York

State are required to pay the difference between In-state tuition and out of state tuition. Fees are not included. Each tuition waiver issued is reported to the NYS Income Tax Bureau and the IRS as non-employee compensation. Tax

liability occurs at the time waivers are issued, not at the time they are redeemed. Once issued, waivers cannot be returned to avoid tax liability.

ALL INFORMATION REQUESTED BELOW IS FOR THE PERSON TO WHOM THE WAIVER IS BEING ISSUED. Tuition Waiver to be issued to:

Name: Social Security Number (if you do not have a US Soc. Sec. No. please contact 716-645-1234) Daytime Phone Number

(You must provide a Social Security Number (SSN) in order for the University at Buffalo to process the tuition waiver request. The University is required by Federal law to report such payments along with Social Security Numbers to Federal and State agencies on forms required by law. The University will not disclose a recipient's SSN without the consent of the recipient to anyone outside the University except as mandated by law.) Home Address: Email Address By signing below I acknowledge that I have contributed to the above MSW student’s education/supervision or I have been provided this waiver by my agency. I further acknowledge that I have read all of the information on this request form and I am eligible to receive this voucher. I, _____________________________________ (signature of the person to whom the waiver is issued), understand that the tuition waiver(s) listed above will be reported to NYS Income Tax Bureau and the Internal Revenue Service as non-employee compensation. Once the waiver card(s) is issued, it (they) cannot be cancelled to avoid tax liability.

Return Form: Mail: Field, University at Buffalo, 685 Baldy Hall, Buffalo, NY 14260-1050 or Fax: 716-645-3157

A

C

B

Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2018-2019\Left Pocket\Web Site.docx

The School of Social Work Web Site: Everything You Need on One Page!



Fall 2019/ Spring 2020

Q:\Field Calendars\2019-2020\Field Calendar Fall 19 Spr 20.docx 06/01/2019

UB SSW Field Education - Internship Calendar for MSW Students

Advanced Year Field Placement (SW 552-553)

Program Type

Fall Hours Per Week

(Minimum Hours) [Ex. Course No. on

schedule]

Spring Hours Per Week


schedule]

Total Hours in Field

(Fall & Spring)

Advanced Year Field Education Placement Full Time Traditional & Advanced Standing

Field Instruction 3 2 days or 15 hours

per week (225 hours)**

[Ex. SW 552LEC]

Field Instruction 4 2 days or 15 hours

per week (255 hours)**

[Ex. SW 553LEC]

480 hours

Foundation Year Field Placement (SW 550-551)

Program Type

Fall Hours Per Week


schedule]

Spring Hours Per Week


schedule]


(Fall & Spring)

Foundation Year Field Education Placement Full Time & Part Time Traditional (Field begins in the 5th week of the Fall semester following a 4-week Interventions Lab – see below.)

Field Instruction 1 15 hours per week

(165 hours)** [Ex. SW 550LEC]

(Begins 5th week of semester)


(255 hours)** [Ex. SW 551LEC]

420 hours

Interventions Lab* (Foundation Students Only)

Interventions Lab (First 4 weeks of Fall

Semester only) [Ex. SW 520LLB LAB]

NA NA

Interventions Class* (Foundation Students Only)

Once per week [Ex. SW 520LLB LEC]

Once per week [Ex. SW 521LLB LEC] NA

*Please direct questions on these courses to the MSW Program Director ** Hours per semester may vary due to fluctuations with each academic year. Total field hours will remain the same.

Fall 2019/ Spring 2020

Q:\Field Calendars\2019-2020\Field Calendar Fall 19 Spr 20.docx 06/01/2019

Field Calendar & Guidelines Fall 2019 Advanced Year field begins during the week of Monday, August 26, 2019 Foundation Classroom Interventions/Field lab begins the week of Monday, August 26, 2019 Labor Day – UB Observed Holiday (no field) Monday, September 2 Foundation Year field begins during the week of Monday, September 23 Advanced Learning Contracts due in Taskstream Friday, September 20 Foundation Learning Contracts due in Taskstream Friday, October 18 Interprofessional Education Day (Advanced Students Only) Thursday, November 7, 2019 Fall Field Recess (no field for 1 week) Mon. Nov. 25 to Sun. Dec. 1 Mid-placement Evaluation due in Taskstream --- for Students --- Submit timesheets with anticipated hours thru end of semester

Friday, December 6

Mid-placement Evaluation due in Taskstream --- for Educators --- Friday, December 13 Fall field ends the week ending (Monday – Sunday) Sunday, December 15 Winter Field Recess (no field for 2 weeks) Mon. Dec. 16 to Sun. Dec. 29, 2019

Spring 2020 Field placements resume during the week of Monday, December 30, 2019 New Year’s Day – UB Observed Holiday (no field) Wednesday, January 1, 2020 Field Education Fair Thursday, January 16 Martin Luther King Day – UB Observed Holiday (no field) Monday, January 20 Interprofessional Education Day (not required for online students) Thursday, March 5, 2020 UB Classes begin for Spring Semester Monday, January 27 Spring Field Recess (no field for 1 week) Mon. Mar. 16 to Sun. Mar. 22 Final Evaluation due in Taskstream --- for Students --- Submit timesheets with anticipated hours thru end of semester

Friday, April 17

Final Evaluation due in Taskstream --- for Educators --- Friday, April 24 The Final Evaluation is due before the end of field. However, students are required to attend field after this to meet their hourly requirement. Failure to comply can result in a change of grade for Field Placement. Spring field ends the week ending (Monday – Sunday) Sunday, May 3

• The actual day of the week that field placement begins/ends is determined by the schedule arranged b/t the student and the agency.

• Students are generally expected to be at their field placement site for a regular/traditional 8-hour day. This is based on 7.5 field hours with a half-hour lunch break that is not counted toward field hours. See example below:

7.5 hours learning at field placement (counted towards field hours) 0.5 hours for lunch break (not counted towards field hours) 8.0 hours day at field site

• The Field Calendar differs from the Academic Calendar. Student schedules for field should correspond with the Field Calendar.

• Recess Periods: Students do not need to make up time for missing (not being at) field during the periods on the field calendar which designate Fall, Winter or Spring recess specific to field. However, students in some agencies, i.e. school settings may need to take the designated Spring Break of the school system versus that of the University at Buffalo. In order to get the minimum required hours, students often need to exchange the time off from UB with that of the school if they do not coincide. It is important to discuss this with the Field Educator at the time of interview.

• UB Observed Holidays: If a student’s typical placement day falls on an UB Observed Holiday (the student is typically in field on that day of the week), he or she is not required to be in field on that day; however, the student is required to make up the hours on an alternate day in that semester.

• Students may need to work their field placement hours around their final exams. It is important to discuss this with the Field Educator at the time of interview.

• Please note that the field placement resumes before classroom instruction begins in the Spring semester.

• Be aware of SSW policy related to agency training and potential classroom conflicts: “In the rare event that a student is mandated to attend a field placement training that conflicts with a scheduled course, the instructor will consider resulting absences as excused and follow university policy (See UB SSW Student Handbook.) In such instances, students will notify the field education office or their field liaisons about the conflict.

• All field hours must be completed within the specific semester.

Spring / Summer 2020

Q:\Field Calendars\2019-2020\Field Calendar Spr 20 Sum 20.doc 2/5/2019


Advanced Year Field Placement

Program Type

Spring (Minimum Hours) [Ex. Course No. on

schedule]

Summer (Minimum Hours) [Ex. Course No. on

schedule]


(Spring & Summer)

Advanced Year Field Education Placement Part Time Traditional & Advanced Standing


(255 hours) [Ex. SW 552LEC]


(225 hours) [Ex. SW 553LEC]

480 hours

Field Calendar

Spring 2020

Advanced Year

Spring field begins during the week of Monday, December 30, 2019

New Year’s Day – UB Observed Holiday (no field) Wednesday, January 1, 2020

Field Education Fair Thursday, January 16

Martin Luther King Day – UB Observed Holiday (no field) Monday, January 20

Learning Contracts due in Taskstream Friday, January 24 Interprofessional Education Day (not required for online students) Thursday, March 5

Field Spring Recess (no field for 1 week) Mon. Mar. 16 to Sun. Mar. 22 Mid-Placement Evaluation due in Taskstream --- for Students --- Submit timesheets with anticipated hours thru end of semester Friday, April 17

Mid-Placement Evaluation due in Taskstream --- for Educators --- Friday, April 24

Spring field ends the week ending (Monday – Sunday) Sunday, May 3

Summer 2020

Summer field resume during the week of Monday, May 4

Memorial Day - UB Observed Holiday (no field) Monday, May 25

Independence Day - UB Observed Holiday (no field) Saturday, July 4 Mid-Placement Evaluation due in Taskstream --- for Students --- Submit timesheets with anticipated hours thru end of semester Friday, July 31

Mid-Placement Evaluation due in Taskstream --- for Educators --- Friday, August 7 Please note, the Final Evaluation is due before the end of field. However, students are required to attend field after this to meet their hourly requirement. Failure to comply can result in a change of grade for Field Placement. Summer field ends the week ending (Monday – Sunday) Sunday, August 16

Spring / Summer 2020

Q:\Field Calendars\2019-2020\Field Calendar Spr 20 Sum 20.doc 2/5/2019


Field Calendar Guidelines • The actual day of the week that field placement begins/ends is determined by the schedule arranged b/t the

student and the agency. • Students are generally expected to be at their field placement site for a regular/traditional 8-hour day. This is

based on 7.5 field hours with a half-hour lunch break that is not counted toward field hours. See example below:

7.5 hours learning at field placement (counted towards field hours) 0.5 hours for lunch break (not counted towards field hours) 8.0 hours day at field site

• The Field Calendar differs from the Academic Calendar. Student schedules for field should correspond with

the Field Calendar. • Recess Periods: Students do not need to make up time for missing (not being at) field during the periods on

the field calendar which designate Fall, Winter or Spring recess specific to field. However, students in some agencies, i.e. school settings may need to take the designated Spring Break of the school system versus that of the University at Buffalo. In order to get the minimum required hours, students often need to exchange the time off from UB with that of the school if they do not coincide. It is important to discuss this with the Field Educator at the time of interview.

• UB Observed Holidays: If a student’s typical placement day falls on an UB Observed Holiday (the student is

typically in field on that day of the week), he or she is not required to be in field on that day; however, the student is required to make up the hours on an alternate day in that semester.

• Students may need to work their field placement hours around their final exams. It is important to discuss this

with the Field Educator at the time of interview. • Please note that the field placement resumes before classroom instruction begins in the spring semester.

• Be aware of SSW policy related to agency training and potential classroom conflicts: “In the rare event that a

student is mandated to attend a field placement training that conflicts with a scheduled course, the instructor will consider resulting absences as excused and follow university policy (See UB SSW Student Handbook.) In such instances, students will notify the field education office or their field liaisons about the conflict.

• All field hours must be completed within the specific semester.

[Not required for online students]

New Requirement: Interprofessional Education Day at University at Buffalo All MSW students enrolled in field are now required to participate in Interprofessional Education (IPE) Day at the University at Buffalo at least once each academic year (for Foundation Field in spring semester). Participation time counts towards field hours. All participating students will earn three field placement hours for each session attended. Students should make arrangements at the start of placement to be released from field (if training is on a scheduled field day). Digital badges and a micro-credential in inter-professional education are available for students.

What is Interprofessional Education Days at UB? Interprofessional Education Days, or IPE Days, teach students core competencies for collaborative practice, such as interprofessional values and ethics, roles and responsibilities of healthcare providers, interprofessional communication, and teamwork. Why is Interprofessional Education Day a Requirement? Interprofessional education is an important approach to preparing social workers to provide care in collaborative team environments, and is a requirement for accreditation. Participation can be included as an activity in student learning contracts. Students can share key learning with agency personnel.

2019-2020 Academic Year Dates (10am, 2pm or 6pm – Check website for updates.) Fall Program Advanced Year Students Only (Confronting Opioid Use Disorder) November 7, 2019 Spring Program Foundation or Advanced Year Students (Meet Fred Santiago) March 5, 2020

2020-2021 Academic Year Dates (10am, 2pm or 6pm– Check website for updates.) Fall Program Advanced Year Students Only (Confronting Opioid Use Disorder) Nov 5, 2020 Spring Program Foundation or Advanced Year Students (Meet Fred Santiago) March 4, 2021

For more information, including information about digital badges and micro-credentialing, please visit the following web pages http://www.buffalo.edu/interprofessional-education/education/our-educational-strategy.html Email [email protected] with any questions.

http://www.buffalo.edu/interprofessional-education/education/our-educational-strategy.html


PHONE & EMAIL DIRECTORY 5/30/2019

Main Number: 645-3381 FAX: 645-3456 Toll Free: (800) 386-6129Direct Phone # OFFICE E-MAIL FAX

Allen, Ashley 645-1273 689 [email protected], Richard 645-1246 661 [email protected], Louanne 645-1861 668 [email protected], Annahita (Anna) 645-8951 652 [email protected], Laina (PhD Program Director) 645-1225 579 [email protected], Rachel 645-1222 676 [email protected], Elizabeth (Betsy) 645-1258 647 [email protected], Lisa 645-1247 592 [email protected], Maria 645-1274 689 [email protected], Anna 645-1266 678 [email protected] 645-3883

645-1242 654Critelli, Filomena 645-1250 681 [email protected], Catherine 645-1253 591 [email protected], Tracey 645-2983 660 [email protected], Gretchen 645-1243 657 [email protected], Diane (MSW Program Director) 645-1228 628 [email protected] / Staff Lounge 575Ford, Darleen 645-3382 685 [email protected], Susan 645-1249 664 [email protected], Kathryn 645-1234 636 [email protected] 645-3157Hammett, Maureen 645-9113 670 [email protected], Debbie 645-1239 655 [email protected], Joshua 645-1863 669 [email protected], Dana 645-1229 669a [email protected] Jones, Annette 645-1862 662 [email protected], Rob 645-1230 632 [email protected], Kathryn 645-1265 672 [email protected], Isok 645-1252 667 [email protected], Wooksoo 645-1227 626 [email protected], Denise 645-1223 620 [email protected], Laura (Field Education Director) 645-1232 634 [email protected] 645-3157Logan-Greene, Patricia 645-1533 630 [email protected], Michael 645-1236 637 [email protected], Gokul 645-1237 622 [email protected], Katie 645-1260 646 [email protected], Lauren 645-1254 683 [email protected], Irene 645-1261 674 [email protected], Shaanta 645-5749 656 [email protected], Yunju 645-1255 658 [email protected], Tom 645-1245 577 [email protected], Kelly 645-1248 663 [email protected], Meghan 645-1263 675 [email protected], Marjorie 645-1233 635 [email protected] 645-3157Sage, Melanie 645-1270 621 [email protected], Todd 645-1264 623 [email protected], Pat 645-1262 671 [email protected], Nancy 645-1267 680 [email protected] 645-3883Sobota, Peter 645-1251 666 [email protected], Mickey 645-9087 619 [email protected], Jenell 645-1269 665 [email protected]. Vil, Christopher 645-9091 625 [email protected]. Vil, Noelle 645-9093 645 [email protected], Steve 645-1241 653 [email protected], Tom 645-7709 Jacobs [email protected], Lina 645-1244 673 [email protected], Deborah 645-1231 633 [email protected], Sarah 645-1259 677 [email protected], Hilary 645-1226 624 [email protected]

STUDENTS & ADJUNCTS:Admissons: Samantha 645-1275 689Emeritus/Visiting Faculty/Tutor Office 645-1237 442Faculty / Staff Lounge 575Field: Kayla 645-1235 437 [email protected] 645-3157IT Students: Justin 645-1240 656AIT Storage 16

Main Office: 645-3382 685 [email protected]/TA/Adjunct Shared Space 645-1221 437Student Lounge 631Conferece Phone for 656A & 684 645-1238Conference Phone in Dean's Office 645-1268 680

Technology Services Group Services request at www.socialwork.buffalo.edu/supportVOIP Telephone Assistance 645-3542 http://www.buffalo.edu/ubit/service-guides/phones/PARKER HALLOffice of Social Work Continuing Education232 Parker Hall, 3435 Main Street, 829-3939 [email protected] 829-3938Website: www.socialwork.buffalo.edu/conted

Direct Phone # OFFICE

Fichte, Lesa -Director 829-5847 230 [email protected] 829-3938Civiletto, Mary 829-5846 232B [email protected] 829-3938Mahar, Trisha 829-5841 232C [email protected] 829-3938Tobias, Tami- Assoc. Dir. of Cont. Ed. 829-5843 232A [email protected] 829-3938Reception/Student Space: 232 [email protected] 829-3938

CE-OMH Work area/Grant & CE Records Room 224 829-3938Student Space: 224 [email protected], Work Study 224 829-3938

IT Office: 829-5840 220 www.socialwork.buffalo.edu/support

Buffalo Center for Social Research, 219 Parker Hall, 3435 Main Street, Buffalo, NY 14214-8004 829-3991 829-3992Dulmus, Catherine -Director 645-1253 221 [email protected] 829-3992Maguin, Eugene 829-5871 215A [email protected] 829-3992Monin, Amy 829-5867 223 [email protected] 829-3992Panza, Denise (Main Office/ Reception) 829-5866 219 [email protected] 829-3992

Butler, Lisa 645-1247 228 [email protected] 829-3992Manning, Amy 829-5863 229 [email protected]. Vil, Christopher 829-5864 216Nochajski, Tom 645-1245 231 [email protected] 829-3992Waldrop, Deborah 829-5868 225 [email protected] Incubator 645-1231 212Faculty Shared Satellite Office 645-7310 222Institute on Trauma & Trauma-Informed Care 200 829-3469; 829-3531; 829-3745PhD Student Office 205 829-3992Conference Room 645-6171 202Former OMH Office 218DEVELOPMENT OFFICE: Glenn, Mary-Director of Development 829-4773 [email protected] Kimball Tower, Buffalo, NY 14214-8033Battisti, Jennifer- Development Associate 645-3963 [email protected] Kimball Tower, Buffalo, NY 14214Addington, Amanda (Annual Giving Fellow) [email protected]

LISTSERVS: SCHOOL: [email protected]: [email protected] FACULTY: [email protected] COUNCIL: [email protected] STUDENTS: [email protected] STUDENTS: [email protected]: [email protected]: [email protected] MANAGEMENT: [email protected]

We have a system for students, field educators, liaisons & field staff to develop the learning contract & evaluate student performance! One central place for students to create, submit, share and store all field related work online.

What are the Benefits of Taskstream for Educators and Students?

• No more paper—Complete field paperwork and easily acquire all necessary signatures online.

• Students have lifetime access to materials in Taskstream. • Students can create high-impact online portfolios, and create multiple,

targeted showcases of their work to show employers, schools, etc. • Students can look back on work they’ve done throughout their program and

reflect upon their personal growth. • Students can maintain portable record of work samples and

accomplishments even after they graduate.

Is There a Cost?

There is no cost for educators. There is a cost, however, for students.

Student Cost >> $50 for one year (as of 7/1/2018)

How do Field Educators Register? (It’s easy)

• Go to Taskstream.com to create or renew your account. (Save your user name and password.)

• You will need this key code: 23X6UC-36P32V • The Field Office will group you with your student’s account

University at Buffalo – School of Social Work

ROLES AND RESPONSIBILITIES

The Field Educator

The responsibilities are:

1) To participate in an orientation session provided by the School. This is required for all new field educators and there is an update orientation for returning educators who have not had a student in the past 3 years.

2) To provide the student with an orientation to the agency, including information on safety protocol, HIPAA requirements, or other regulations specific to field site.

3) To provide suitable workspace for the students.

4) To coordinate the involvement of other agency staff with the student’s learning experience.

5) To develop, with the student, a learning contract which reflects opportunities and activities that meet the required UB School of Social Work competencies.

6.) To provide a minimum of one hour per week of supervision including the task supervisor in order to provide feedback, education, role modeling, and work on the learning contract.

7) To review course syllabi provided by student in order to assist in the integration of field and academic experiences.

8) To identify assignments to help the foundation year student learn a broad range of social work interventions and/or advanced year students to experience activities related to their area of practice.

9) To provide ongoing evaluation of the student throughout the placement and to provide feedback on progress toward meeting their identified objectives.

10) To notify the faculty liaison of any problems or questions as soon as they become evident.

11) To carefully complete and then submit, by the designated time, a written mid-placement and final evaluation of the student’s progress.

12) To access training opportunities provided by the Field Education Department (online or in person).

13) To participate in three-way conferences with the student and the faculty liaison during the field placement at least one time per semester and more if needed.

14) To abide by the NASW Code of Ethics.

15) To notify the Faculty Liaison regarding changes in student’s schedule, attendance issues, or any issues that could impact the integrity of the learning experience.

TASK SUPERVISION & ALTERNATIVE MODELS OF FIELD EDUCATION

Although most agencies assign MSW employees to work one-on-one with interns, there are a variety of alternatives. Experienced MSW Field Educators may coordinate internships (and meet with students at least one hour a week) while agency supervisors without an MSW can provide daily task supervision. Group supervision is another alternative.

Task Supervision: While the Field Educator has the primary responsibility for students' learning in the field placement, a Task Supervisor may be designated by the Field Educator or agency to assume specific responsibilities for a student's learning.

The Task Supervisor does not replace the Field Educator, and must work in collaboration with the Field Educator to ensure that the student's learning goals are being met and that regular feedback is provided.

The Task Supervisor

The responsibilities are:

1) To attend an orientation session provided by the School (required for all new tasksupervisors).

2) To review and sign the student's educational contract, and make revisions as needed.3) To provide input to the mid-semester and final evaluation of the student in collaboration with

primary field educator and student.4) To provide primary, direct supervision of the interns' daily activities.5) To assign cases and projects congruent with students' educational goals.6) To orient students to the agency and their assignments.7) To give on-the-spot positive and constructive feedback to students regarding their

performance.8) To focus on the student's skill development.9) To keep notes of supervisory contact.10) To consult with the MSW field educator related to the interns' skill areas that need extra

attention.11) To be familiar with Held Education Policies and Procedures.12) To meet with the field educator and the student at least twice each month to address progress

being made.13) To meet with the field educator and the faculty liaison at least once each semester of the

student's internship, to address progress being made.14) To notify field educators and faculty liaisons when problems arise.

Qualifications: While a Masters Degree in Social Work is not required for task supervisors, (s)he must work in a related discipline and have an understanding of the social work perspective. The task supervisor typically has expertise in an area that expands a student's learning opportunities.

Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2018-2019\ATTENDANCE AT FIELD PLACEMENT.docx

ATTENDANCEATFIELDPLACEMENT

Field Education is an important part of the Social Work curriculum. The field course is an opportunity for students to integrate and apply social work knowledge and skills. To maximize learning, students are expected to: 1) attend placement according to the schedule established with the field educator at the start of placement; 2) arrive on time; and, 3) stay for the full duration of each scheduled day.

In order to graduate from the MSW Program, students must complete the required number of field placement hours identified by the School of Social Work based on minimum standards set by the Council on Social Work Education. (See “Structure of Field Placement” — Page 5.)

Participation in field activities is expected, and other coursework should not be completed during field hours unless prior authorization is received from the field educator in conjunction with the faculty liaison.

Because the field days outlined in the Field Education Calendar generally are scheduled to meet the minimum requirements, students who need to take sick days during their field placement must make arrangements with their field educator to make up the time they have missed. Students are required to maintain a timesheet that reflects the hours completed (see Appendix G).

Some agencies require that students be available for more than the school’s minimum required hours in order to gain the maximum benefit from the experience. If the agency has such a requirement, this should be stated at the time of the student’s pre-placement interview. Once a student accepts a placement, they are expected to fulfill the hours agreed upon.

Consistent with UB policy, absence may be considered when determining a final grade. A grade of “U” or unsuccessful may be applied where: 1) students miss 3 or more days of scheduled field placement hours (22.5 hours) in a given semester; and, 2) these absences are not deemed justifiable.

Justifiable absence includes the following: 1) religious observances; 2) illness documented by a physician or other appropriate health care professional; 3) conflicts with university-sanctioned activities documented by an appropriate university administrator; 4) public emergencies; and, 5) documented personal or family emergencies. The student is responsible for notifying the Field Educator in writing with as much advance notice as possible.

Students are responsible for promptly making up the missed hours. Make-up hours must be approved by both the field educator and liaison. All missed hours must be made up by the student in that semester. There are NO exceptions. A make-up schedule is based on the availability of substantive learning experiences as deemed appropriate by the field educator. Student’s cannot simply “put in time”.

Important Note – Field Placements Begin Before Classes Start (Spring Semester) Students and field educators should note that students who are completing a Fall through Spring semester field placement are expected to return to the field placement prior to the start of classes (late December or early January). (Please refer to your Field Education Calendar for the exact date). Part-time students who begin their Advanced Year placement in the Spring semester also begin at this time in order to ensure the completion of the required number of field hours to earn a September Diploma.


HolidaysandVacation

Students are not expected to be in field placements on UB officially scheduled holidays. Students should follow the Field Education Calendar which reflects holiday and vacation time. As noted previously, vacations between semesters are shorter for field education placements than for the regular academic calendar. Students are expected to be professionally responsible in planning with field educators to meet client needs during periods of absence.

Policy on Religious Holidays

The following is policy through the State University system. “On those religious holidays when members of a faith typically observe the expectation of church or synagogue that they be absent from school or work, campuses will avoid the scheduling of such events as registration, the first day of classes, or student convocations, and individual students will be excused from class without penalty if expressly requested.” (From SUNY Policy Manual, 1975, Section No. 091.3) At this university, if such a requested absence results in a student’s inability to fulfill the field education requirements on that particular day, the student should have an opportunity to make up the required field hours without penalty.

UnscheduledUniversityClosing

When there is an unscheduled university closing, students must exercise individual judgment with consideration given to their professional responsibility to clients and agencies, the physical danger to themselves, and distance to be traveled. Any decision not to report to the agency must be handled in a manner that shows appropriate regard for professional standards. During the initial orientation period to the field agency, students and field educators should discuss the proper protocol to follow.

If a student reports to the agency and that agency closes early, the student is credited with a full day in field. If the student does not report due to a snow day, or other circumstance, the student must make up the missed time. Any compensatory time earned by the student may be used to make up time lost due to a storm emergency, agency holiday, etc. (See below for Compensatory Time policy.) Each student is responsible for planning with his/her field educator to make up lost time so that he/she meets the hours required.

CompensatoryTime

Students are expected to be at their field placement during the regular hours of the agency. A minimum of seven and maximum of eight hours per day is customary, unless an alternate schedule is approved by the student’s faculty liaison. Any extended amount of time in placement beyond the normal requirement of 16 hours per week is considered overtime, and compensatory time off is permitted. Any compensatory time for students requires prior approval from the field educator and liaison. The plan for taking the time also requires approval from the field educator and liaison. Time off should be taken within two weeks of when it is earned through a planned adjustment in the student’s internship hours. Students are not encouraged to be at their placement during the semester break identified on the field calendar more than is necessary to responsibly serve their clients. Time earned during any semester break is to be used during the course of the semester and may not be accumulated and taken as a block at the semester end. Students should remain in field placement throughout the entire scheduled two-semester field period in order to experience the accumulation of learning over time.


ConferenceAttendance

Attendance at social work conferences, institutes, and meetings can contribute in a meaningful way to the professional growth of students. Attendance at such conferences, etc., on field education days must be planned in advance with approval from the field educator. In instances where the School requests that students be released from field time to participate in meetings or special events, adequate notice will be provided. Students will be expected to be professionally accountable for meeting service responsibilities, rescheduling appointments, etc.

ExtensionofFieldPlacement

In those unusual circumstances where an extension of the field placement is viewed as educationally desirable, a plan for an additional period in placement will be made by the School in collaboration with the agency director, field educator, faculty liaison and student. Such a plan will include a carefully articulated set of learning goals against which the student’s work will be evaluated and determined successful. Any plan for a field placement extension requires a prior approval from the Director of Field Education.

Q:\Taskstream\Worksheet ‐ Learning Contract\Foundation Learning Contract ‐ Worksheet.doc Q:\Taskstream\Worksheet ‐ Learning Contract\Foundation Learning Contract ‐ Worksheet.docPage 1 6/24/2016 Print double sided

Form: "Activities & Target Dates - Foundation" Created with: Taskstream Author: University at Buffalo Social Work Manager

Instructions: For each activity below, include the following *** (Hint: You could cut and paste the following into each of your activities if that is helpful.): • Description of learning activity (What you are going to do)• How will learning be demonstrated (What would others observe you doing)• How will learning be evaluated (What will others observe once you are competent in thisarea) • Target Date

Helpful Verbs Interview, write, observe, role play, participate, accompany, attend, summarize, co-lead Develop, understand, utilize, be able, distinguish between, interpret, formulate, demonstrate, examine, and take initiative

Example (What) Student will co-lead a social skills group, (How Demonstrated) demonstrating the ability to engage effectively with individual group members, exhibiting positive regard and openness, (Evaluation) and will reflect on progress in supervision.

Student Name

Field Educator Name


Page intentionally left blank. Use for notes, etc.


Competency 1 Demonstrate ethical and professional behavior.

Expected Outcomes / CSWE Component Behaviors

Make ethical decisions by applying the standards of the NASW C Code of Ethics, relevantlaws and regulations, models for ethical decision-making, ethical conduct of research,and additional codes of ethics as appropriate to context.

Articulate the value base of the social work profession, its ethical standards, andrelevant laws including the NASW Code of Ethics.

Describe possible resolutions in resolving ethical conflicts using a trauma-informed andhuman rights perspective.

Articulate the links among social work ethics, the core values of trauma-informed care,and universal human rights.

Use reflection and self-regulation to manage personal values and maintainprofessionalism in practice situations.

Demonstrate professional demeanor in behavior; appearance; and oral, written, andelectronic communication.

Critically evaluate the rationale for adhering to professional social work roles andboundaries in diverse practice situations.

Describe how technology can be used to ethically facilitate practice outcomes at micro,mezzo, and macro levels, and locally, nationally and globally.

Critically analyze both facilitators and barriers to accessing and utilizing technology toenhance practice outcomes.

Use supervision and consultation to guide professional judgment and behavior, andexhibit openness in receiving feedback.

Identify the importance of self-care in professional social work practice. Understand elements of ethical leadership. Understand social work’s responsibility to provide leadership that honors trauma-

informed and human rights perspectives.

Competency 1 Activity 1 and Target Date Activity 2 and Target Date


Competency 2 Engage diversity and difference in practice.


Apply and communicate understanding of the importance of diversity and difference inshaping life experiences in practice at the micro, mezzo, and macro levels.

Describe how the dominant cultures’ structures and values may oppress, marginalize,alienate, or create or enhance privilege and power in the region, nationally, andinternationally.

Describe the potential for policy, research, theory, and practice to perpetuate or redresssocial injustice and human rights violations.

Present themselves as learners and engage clients and constituencies as experts of theirown experiences.

Apply self-awareness and self-regulation to manage the influence of personal biases andvalues in working with diverse clients and constituencies.



Competency 3 Advance human rights and social, economic and environmental justice.


Apply their understanding of social, economic, and environmental justice to advocate forhuman rights at the individual and system levels.

Articulate the principles and tenets of trauma-informed care and human rightsframeworks.

Articulate how trauma-informed care and human rights frameworks can be integrated inpractice at micro, mezzo, and macro levels.

Engage in practices that advance social, economic, and environmental justice. Describe the universal relevance of trauma and human rights to professional social work

practice.



Competency 4 Engage in practice-informed research and research-informed practice.


Use practice experience and theory to inform scientific inquiry and research. Describe ethical scientific approaches to building knowledge. Apply critical thinking to engage in analysis of quantitative and qualitative research

methods and research findings. Utilize research generated by diverse (e.g., culturally-grounded, interdisciplinary,

international) sources. Use and translate research evidence to inform and improve practice, policy, and service

delivery in an ethical manner, integrating a trauma-informed and human rightsperspective.



Competency 5 Engage in policy practice.


Identify social policy at the local, state, and federal level that impacts well-being, servicedelivery, access to social services, and the protection of human rights.

Assess how social welfare and economic policies impact the delivery of and access tosocial services.

Identify the role of a trauma-informed care and human rights perspective in policypractice to advance human rights and social, economic and environmental justice.

Apply critical thinking to analyze, formulate, and advocate for policies that advancehuman rights and social, economic, and environmental justice.

Collaborate with colleagues and client systems for effective policy action.



Competency 6 Engage with individuals, families, groups, organizations, and communities.


Apply knowledge of human behavior and the social environment, a trauma-informed andhuman rights perspective, and other multidisciplinary frameworks to engage with clientsand constituencies.

Use empathy, reflection, interpersonal skills, and a trauma-informed and human rightsperspective to effectively engage diverse clients and constituencies.



Competency 7 Assess individuals, families, groups, organizations, and communities.


Collect and organize data, and apply critical thinking to interpret information from clientsand constituencies.

Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis ofassessment data from clients and constituencies.

Develop mutually agreed-on intervention goals and objectives based on the criticalassessment of strengths, needs, and challenges with clients and constituencies.

Select appropriate intervention strategies based on the assessment, researchknowledge, and values and preferences of clients and constituencies.

Competency 7Activity 1 and Target Date Activity 2 and Target Date


Competency 8 Intervene with individuals, families, groups, organizations, and communities. Expected Outcomes / CSWE Component Behaviors Critically evaluate the evidence base and choose and implement interventions to achieve

practice goals and enhance capacities of clients and constituencies. Apply knowledge of human behavior and the social environment, taking into account the

trauma-informed care and human rights perspective. Employ empowerment strategies to bring about problem resolution. Identify the strengths of interprofessional collaboration. Negotiate, mediate, and advocate with and on behalf of diverse client systems and

constituencies. Describe normative and non-normative processes associated with endings and

transitions. Facilitate effective transitions and endings that advance mutually agreed-on goals, using

a trauma-informed and human rights perspective. Competency 8

Activity 1 and Target Date Activity 2 and Target Date


Competency 9 Evaluate practice with individuals, families, groups, organizations, and communities. Expected Outcomes / CSWE Component Behaviors Match goals and objectives to methods for evaluation of outcomes. Apply knowledge of human behavior and the social environment, person-in-

environment, a strengths perspective, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

Articulate a rationale for selecting particular methods of evaluation based on theoretical frameworks.

Critically analyze, monitor, and evaluate intervention and program processes and outcomes.

Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. Competency 9


Q:\Taskstream\Worksheet ‐ Learning Contract\Advanced Learning Contract ‐ Worksheet.doc Page 1 6/24/2016 Print double sided

Form: "Activities & Target Dates - Advanced" Created with: Taskstream Author: University at Buffalo Social Work Manager

Instructions: For each activity below, include the following *** (Hint: You could cut and paste the following into each of your activities if that is helpful.): • Description of learning activity (What you are going to do) • How will learning be demonstrated (What would others observe you doing) • How will learning be evaluated (What will others observe once you are competent in this area) • Target Date Helpful Verbs Interview, write, observe, role play, participate, accompany, attend, summarize, co-lead Develop, understand, utilize, be able, distinguish between, interpret, formulate, demonstrate, examine, and take initiative Example (What) Student will co-lead a social skills group, (How Demonstrated) demonstrating the ability to engage effectively with individual group members, exhibiting positive regard and openness, (Evaluation) and will reflect on progress in supervision.

Student Name

Field Educator Name

Page intentionally left blank. Use for notes, etc.


Competency 1 Demonstrate ethical and professional behavior. Expected Outcomes / CSWE Component Behaviors Practice professionally in accordance with social work ethics, the core values of trauma-

informed care, and universal human rights Apply guidelines for ethical decision making in practice situations. Apply a TI-HR perspective to guidelines for ethical decision making in practice situations. Engage in continuous self-reflection, self-regulation, and self-correction in practice

situations to ensure linkages among social work ethics, the core values of trauma-informed care and universal human rights.

Exemplify professional demeanor in behavior, appearance, and oral, written and electronic community.

Act within the scope of professional roles and boundaries within the context of a trauma-informed and human rights perspective.

Demonstrate how technology can be used to facilitate ethical and appropriate practice outcomes at micro, mezzo, and macro levels, and locally, nationally, and globally.

Apply in practice knowledge derived from supervision and consultation. Develop a plan for continuing education and self-care. Provide leadership in organizations and communities that enhances a trauma-informed

and human rights perspective at all levels of practice.



Competency 2 Engage diversity and difference in practice. Expected Outcomes / CSWE Component Behaviors

Apply an understanding of trauma-informed and human rights perspectives to diversity, difference, and cultural issues in practice.

Exhibit an understanding of privilege and power in anti-oppressive practice at the micro, mezzo, and macro levels.

Demonstrate the ability to leverage policy, research, theory, and practice to redress social injustice and human rights violations.

Foster client empowerment through engaging them as experts of their lived experience. Demonstrate an ability to self-regulate personal biases and values and act in accordance

with professional values.



Competency 3 Advance human rights and social, economic and environmental justice. Expected Outcomes / CSWE Component Behaviors Take action to challenge social, economic, and environmental injustice and promote

trauma-informed practice and policy and human rights. Choose strategies to advocate for human rights and social, economic and environmental

justice. Incorporate trauma informed and human rights approaches into practice at the micro,

mezzo, and macro levels. Integrate a trauma-informed and human rights perspective in social work practice. Engage in practices that advance social, economic and environmental justice and

integrate a trauma-informed and human rights perspective. Demonstrate a critical awareness of the relevance of trauma and human rights to

professional social work practice.



Competency 4 Engage in practice-informed research and research-informed practice. Expected Outcomes / CSWE Component Behaviors Evaluate practice, programs, and policy, and use findings to strengthen these. Apply a trauma-informed and human rights perspective to research. Demonstrate proficiency in quantitative and qualitative research. Apply research generated by diverse (e.g., culturally-grounded, interdisciplinary,

international) sources. Apply research findings and a trauma-informed and human rights perspective to improve

practice, policy, and social service delivery.



Competency 5 Engage in policy practice.


Analyze social policy at the local, state, and federal levels from a trauma-informed andhuman rights perspective.

Analyze, formulate, and advocate for policies that respond to emerging local, regional,and societal trends to advance well-being and attenuate the impact of trauma on clientsystems.

Engage in policy practice that is informed by a trauma-informed and human rightsperspective.



Competency 6 Engage with individuals, families, groups, organizations, and communities. Expected Outcomes / CSWE Component Behaviors Reflect on and analyze theories of human behavior and the social environment and other

multidisciplinary frameworks to engage with clients and constituencies. Exhibit the ability to tailor interpersonal skills and empathetic responses to the unique,

situation-specific presentation of client systems. Incorporate a trauma-informed and human rights perspective to engage with client and

systems collaboratively. Apply culturally relevant practices and service delivery that do not re-traumatize client

systems. Articulate the rationale for employing a particular strategy behind engagement of client

systems. Competency 6



Competency 7 Assess individuals, families, groups, organizations, and communities. Expected Outcomes / CSWE Component Behaviors Utilize and interpret client data while drawing on evidence-based practice knowledge as

well as theories of human behavior, trauma-informed care, and human rights. Articulate a theory- and evidence-based rationale for selecting an assessment strategy. Demonstrate the ability to collaborate with client systems in order to develop innovative

and creative intervention goals and objectives. Competency 7



Competency 8 Intervene with individuals, families, groups, organizations, and communities.


Demonstrate the ability to select, adapt, and adjust interventions in accordance with thechanging needs of the client system.

Link intervention to assessment, assess the effectiveness of an intervention, and adjustthe strategy based on client progress.

Differentially apply social work skills to improve interprofessional collaboration. Articulate a rationale for selecting particular methods of negotiation, mediation, and

advocacy on behalf of diverse clients and constituencies. Select and evaluate practice skills leading to effective transitions.



Competency 9 Evaluate practice with individuals, families, groups, organizations, and communities. Expected Outcomes / CSWE Component Behaviors Assess organizations’ outcome evaluation processes for best practices, particularly with

vulnerable populations. Measure progress based on mutually agreed upon goals and evaluation methods. Demonstrate the ability to select particular methods of evaluation based on theoretical

frameworks that are culturally and developmentally appropriate. Apply interdisciplinary knowledge and methods consistent with evidence-based, trauma-

informed, and human rights perspectives to evaluate practice. Use a trauma-informed and human rights perspective to evaluate practice. Engage in a continuous process of evaluation.

Competency 9


Learning Contract Activities

For each of the six competencies in the learning contract, educators are asked to develop two activities which portray completion of the competency. Students and educators should work in concert to create educationally sound learning experiences that demonstrate how the student has achieved the objectives of the field curriculum.

Following are examples of possible activities for each competency for foundation and advanced year.

For further examples, please go to http://www.socialwork.buffalo.edu/msw/field/activities.asp. At this site you may choose either foundation or advanced year and then choose a specific competency to see examples of activities.

*Note TI-HR = Trauma-Informed and Human Rights perspective

Below are UB School of Social Work Objectives with some sample activities:

Foundation Year

Objective: 1. Identify as a Professional social worker, conduct oneself accordingly, and apply social work ethical principles to guide professional practice.

1. Conduct at least 3 interactions with clients, supervisees, groups, committees, or organizations in the presence of the field educator, demonstrating an adherence to professional social work roles and boundaries.

2. Show an ability to form and sustain appropriate relationships with clients, co-workers, staff and administrators.

3. Recognizes the necessity for accountability as an agency representative providing examples in supervision.

Objective: 2. Engage diversity and difference in practice to advance human rights and social and economic justice.

1. Understands the forms and mechanisms of oppression and discrimination. TI-HR 2. Identify sites in community that have relevance for population and visit, i.e. cultural centers,

restaurants, shopping centers. Discuss experiences in supervision. 3. Explore with clients their values, goals, and views of successful functioning. TI-HR

Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2015-2016\Learning Contract Activities Guide.docx

http://www.socialwork.buffalo.edu/msw/field/activities.asp

Objective: 3. Apply appropriate Engagement Skills (with individuals, groups, families, organizations, and communities).

1. Apply engagement skills learned in SW 503 and SW 520 class with client/target system. Field educator will evaluate via direct observation, process recording, and/or audio or videotaping (identify which method will be used).

2. Student will discuss with field educator appropriate level of participation when attending community/ task force meetings. Field educator will observe student interaction and provide feedback.

3. Evidences ability to interview persons of different ages with empathy, purpose, and focus. Objective: 4. Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

1. Identifies opportunities to advocate for human rights and social and economic justice. TI-HR

2. Describes the relation of the field placement to the organizations in the community, and identifies the range of relevant services (formal and informal) available in the community

3. Review agency handbook, focusing on philosophy statement, administrative and treatment policies; explore their relevance for service delivery in supervision

Objective: 5. Engage in research-informed practice and practice-informed research.

1. This writer will engage in research to advance social work practice by imputing data from quality of life assessments into SPSS and reviewing the findings.

2. This writer will demonstrate the ability to articulate how research findings can improve practice, by observing and administering assessments such as the Dementia scale and assist in writing up reports on the assessments with specialists.

3. Develop a "Quick Reference" Tool featuring the agencies names, numbers, and summary of services student would most commonly refer their clients to for their most frequent needs.

Objective: 6. Apply critical thinking to inform and communicate professional judgments to assess, intervene and evaluate individuals, families, organizations and communities.

1. Discuss with field educator empirically based professional literature related to possible interventions to be used with the agency/organization’s target population.

2. Provide individual counseling on a short-term basis (6-8 weeks) for one client. 3. Utilize information obtained from intake and assessment to develop a treatment plan.

Objective: 7. Additional site specific learning experiences not covered elsewhere in this agreement.

1. Develops a resource manual for new students in collaboration with colleagues. 2. Compiling a list of home health aides for HIV program.


Advanced Year

Objective: 1. Identify as a Professional social worker, conduct oneself accordingly, and apply social work ethical principles to guide professional practice.

Possible Activities:

1. Discuss and process in supervision cases in which vicarious trauma becomes present.Explore various mechanisms of support within agency.

2. Recognizes the functional and dysfunctional aspects of the agency system and help clientsystems navigate services effectively.

3. Demonstrates a mastery of use of self in social work practice, discuss in supervision.

Objective: 2. Engage diversity and difference in practice to advance human rights and social and economic justice.

1. Review school policies on the role of the social worker and the hiring criteria andexpectations. Compare these roles, expectations, and educational qualifications to othersupport staff in the district. Bring findings to (name of staff member) for reflection andfurther analysis

2. Review agency mission statement and organizational chart in preparation for discussionwith field educator about the history, philosophy, and funding streams of the agency.

3. Identify examples of social/economic injustice, in the field and ways they are addressedwithin the system/organization. TI-HR

4. Objective: 3. Apply advanced Engagement Skills (with individuals, groups, families, organizations, and communities).

1. Student will spend time working with clients in the community (family support group),clients who have multiple problems, be sensitive to their needs and be sensitive to clientbackground stories TI-HR

2. Student will observe and conduct visits with agency clientele and their families utilizingtrauma informed perspective to gather information and document social histories. Studentwill de-brief and reflect on these interactions in supervision with his/her FE. TI-HR

3. Student will provide solution focused treatment model with children and families,evidencing a strength based approach and a trauma informed perspective. TI-HR

Objective: 4. Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

1. Participate on organizational committee charged with policy setting; review by-laws oforganization; and assist in development of strategic plan.

2. Address cultural issues and issues of disparity regarding trauma for all populationsincluding refugees, racial and ethnic minorities, and rural populations and with concern forgender age and developmental phase over the life span. TI-HR


For further examples, please go to http://www.socialwork.buffalo.edu/msw/field/activities.asp. At this site you may choose either foundation or advanced year and then choose a specific competency to see examples of activities.

3. Debrief one of the social skills groups that (the student) facilitated with supervisor-discusswhat engagement/communication skills worked and which ones did not.

Objective: 5. Engage in research-informed practice and practice-informed research.

1. Demonstrates ability to develop and test hypotheses regarding service delivery variables.2. Become skilled in using computer based assessment tools during interview process3. Apply information gained in psychopathology course to differently assess consumers with

mental health problems.

Objective: 6. Apply critical thinking to inform and communicate professional judgments to assess, intervene and evaluate individuals, families, organizations and communities.

1. Develop a group session in the school to meet bi-weekly. Field Educator will evaluateperformance.

2. Incorporate a trauma-informed and human rights perspective in to the development ofindividualized treatment plans, collaborating with the consumer. TI-HR

3. Differentially assess based on information presented in Advanced Year Interventions andAdvanced Year Seminar course. Discuss in supervision with field educator.

Objective: 7. Additional site specific learning experiences not covered elsewhere in this agreement.

1. Student will display knowledge of evidence based, and trauma informed practice whileworking with clients and in clinical supervision with field educator. TI-HR


http://www.socialwork.buffalo.edu/msw/field/activities.asp

Learning Contract: Definitions and Tips

UB SSW – Accreditation and Curriculum

The Council on Social Work Education (CSWE), the School of Social Work’s accrediting body, has begun to place a greater emphasis on the behavioral outcomes of social work education. As a result, schools of social work are now required to identify a set of core social work competencies against which student success can be measured. Additionally, practice behaviors that are associated with (or operationalize) each competency must be determined.

UB SSW Learning Contracts

In regards to field education, CSWE asserts that: 1) a student’s learning in field should reflect a program’s core competencies; and 2) learning contracts should be designed around a program’s competencies and related practice behaviors. UB SSW competencies and practice behaviors were approved in the spring of 2009, and now appear in the field learning contract as “objectives”. “Practice behaviors/expected outcomes” are listed below each objective.

Example of Education Policy

In Social Work, the signature pedagogy is field education. Signature pedagogy represents the central form of instruction and learning in which a professional socializes its students to perform the role of practitioner. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. (Excerpted from Accreditation Review Brief, 2008)

Questions you might ask yourself as you are identifying learning activities

What specific competencies are required for professional practice in my setting?

How can the students and I individualize the learning contract and tailor activities to the needs of the community which is being served?

How is each competency (each objective on the learning contract) manifested in this setting? How might they be operationalized?

What will I observe the student doing (think behaviorally - what will I see or hear) once they are competent in a particular area. What will come out of their experience?

What competencies would I hope to observe in a well-trained colleague…and then, what competencies are students expected to have attained at the end of their placement (relative to a student’s stage of professional development)?

Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2015-2016\Learning Contract Definitions and Tips.doc

“Anatomy” of a Learning Contract

Practice Behaviors/ Expected Outcomes

a) Identify and demonstrate the value base of the social work profession, its ethicalstandards, and relevant laws including the NASW Code of Ethics.

b) Demonstrate adherence to professional social work roles and their boundaries

c) Engage in self-reflection and monitoring

d) Identify professional demeanor in behavior, appearance, and communication

e) Seek supervisory input and manage authority in relationships in a professional mannerto enhance your professional growth and development

f) Accept constructive criticism from others to enhance social work skills, and to promoteprofessional growth

e) Identify the importance of self-care in professional social work practice, and develop aself care plan

f) Identify and manage personal values such that professional values guide practice

g) Identify means of improving client access to social work services

Sample Page From Learning Contract- See Page 3

UB SSW Competency…

…and relatedpractice behaviors.

Competency 1: Identify as a professional social worker, apply social work ethical principles to guide professional practice and conduct oneself accordingly.


Competency 2: Engage diversity and difference in practice to advance human rights and social and economic justice.

Expected Outcomes for Competency #2 Mid Placement Final Placement AC C EC IP UP AC C EC IP UP

Identify personal biases and values and their impact on one’s practice with diverse client systems Engage in practices that advance social and economic justice, and human rights Recognize the role of trauma-informed care in the promotion of human rights View oneself as a learner and engage others as expert informants OVERALL RATING OBJECTIVE #2 (Evaluation of Activities Listed Below and Practice Behaviors)

Learning Experiences: List 2 Activities which at completion will exemplify the competency listed above.

1)

Target Date for Completion:

2)

Target Date for Completion:

Narrative Evaluation- Include evidence to support “Overall” rating of activities and practice behaviors, and strategies to achieve competence. Mid-placement:

Final:

Student comment on learning experiences: Mid-placement:

Final:

Key: AC Advanced Competence Expertly demonstrates awareness, knowledge and skills as a graduate social work intern

C Competence Consistently demonstrates awareness, knowledge and skills as a graduate social work intern

EC Emerging Competence Demonstrates beginning awareness, knowledge and skills as a graduate social work intern

IP Insufficient Progress Rarely demonstrates awareness, knowledge and skills as a graduate social work intern

UP Unacceptable Progress Never demonstrates awareness knowledge and skills as a graduate social work intern


Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2015-2016\Levels of Performance.docx

LevelsofPerformance

Expert Level of Performance / Advanced Competence or AC

Some students may perform at above the acceptable level of performance, displaying creativity, flexibility, and imaginativeness reflecting a potential to perform at a superior level. A rating of AC indicates that the student expertly demonstrates awareness, knowledge and skills as a graduate social work intern. A rating of AC is likely to occur infrequently, and as such should be accompanied by supporting rationale.

Competence or C

A student should attain a rating of C on a majority of the 6 program competencies/objectives by the end of the field course in order to receive a grade of S (or Satisfactory). A rating of C indicates that the student is able to satisfactorily perform the set of practice behaviors associated with a given competency, and consistently demonstrates awareness, knowledge and skills as a graduate social work intern

Emerging Competence or EC

While there may be periods of unevenness (with some limited degree of regression or immobilization, mainly at points of stress or pressure), the student gives evidence of both the motivation and capacity to perform satisfactorily the set of practice behaviors associated with a given competency. Ratings of EC in a majority of competencies at the end of placement could indicate Insufficient Progress or Unacceptable Performance. See section on Performance Concerns which follows. (Students should receive a rating of C or above on a majority of the competencies in order to receive a grade of S at end of the field course.)

Insufficient Progress (IP)

The student rarely demonstrates awareness, knowledge and skills related to a particular competence. Please refer also to section below, “Performance Concerns (Ratings of IP and UP)”.

It is important for field educators to give accurate feedback. If a student’s performance is unacceptable or clearly needs improvement in order to meet the basic standards of performance, it is important to reflect this in the evaluation. If a student earns a rating of “Insufficient Progress” in any outcome area, the field educator should document example(s) that substantiate that rating.

Unacceptable Level of Performance (UP)

The student never demonstrates awareness, knowledge and skills related to a particular competence. Please refer also to section below, “Performance Concerns (Ratings of IP and UP)”.

It is important for field educators to give accurate feedback. If a student’s performance is unacceptable or clearly needs improvement in order to meet the basic standards of performance, it is important to reflect this in the evaluation. If a student earns a rating of “Unacceptable Progress” in any outcome area, the field educator should document example(s) that substantiate that rating.


PerformanceConcerns(RatingsofIPandUP)

When assigning ratings it is important to consider whether the student’s overall performance is uneven or slow. Difficulties in the following areas suggest ratings of IP (rarely demonstrates related skills) or UP (never demonstrates related skills):

Inability to establish relationships at the basic level due to lack of sensitivity and feeling forpeople as well as difficulty disciplining his/her own feeling responses.

Preoccupation with own needs and feelings.

Inability to do case planning.

Persistent problem viewing client systems objectively with overemphasis on either positiveor negative aspects of a situation.

Inability to be self-reflective.

Limited ability to conceptualize.

Behavior in supervisory relationship indicating limited ability to involve self in the learningprocess and a high degree of defensiveness. Frequent need for external controls andpropulsion for learning.

Evidence of a lack of personal integrity throughout performance.

UnacceptablePerformance

Any one of the following characteristics would automatically indicate that a student is failing, and ratings of UP would be expected. Normally you would not expect to find only one of these characteristics in isolation, but rather in combination with others. The student demonstrates:

Consistent lack of empathy and un-relatedness to theindividual/family/group/organization/community.

Evidence of destructiveness with clients.

Inability to move or to think independently.

Preoccupation with own needs and feelings, negating effective use of self as a helping person.

Hostile behavior when given constructive criticism.

Inability to relate the goals and values of the social work profession to one’s own behavior and socialwork practice. Confusion in role and identification as a social worker.

Evidence of disorganization in responding to the basic demands for use of time, in the learningsituation, in submitting recording and/or setting up appointments. No reference to theoreticalconcepts about behavior or no ability to begin to implement the beginning aspects of the treatmentprocess including concepts of social study, assessment, and evaluation, as derived from class, field


teaching, and readings.

Complete inability to conceptualize or to recognize principles.

Inaccessibility to learning in use of supervisory process as evidenced by the inability to look at own performance in a self-evaluative manner. High degree of self-protectiveness, requires a high degree of pressure to function and to meet deadlines, unrealistic perception of self, unrealistic expectations of others, motivation to learn only to “get through”, or a need to control all in his/her learning.

Evidence of lack of personal integrity in performance with individual/family/group/organization/

community, or in relationship with field educator. Does not adhere to professional Code of Ethics. Persistent problems with attendance and/or tardiness. FocusedLearningAgreement‐AddendumforPerformanceImprovement

If someone is performing at a level of IP or UP, an addendum should be put in place by the Faculty Liaison, in conjunction with the Field Educator.

The purpose of the Focused Learning Agreement is to assist the student by identifying clearly the actions the student must take in order to be successful. Educational tools may be specified, and a schedule for review of specific performance goals may be outlined.

When you have an at-risk student Principles to follow: Identify Early

• Identify the problem • Acknowledge the problem with the student • Role model handling it in an accepting way/listen carefully to

student’s perspective • Look for the positive and acknowledge it • Address possible issues about difference • Use your self-awareness to talk about how you are

experiencing the interaction or situation • When there’s a problem, you must open the discussion first

– it’s your responsibility Document

• Supervision Notes Inform the faculty liaison

• Get an outside consultant If problems continue: Formal Process: Providing “Due Process” for the student

• 3-way meeting • Addendum to the Learning Contract • Corrective Action Plan

• Monitor the Plan

When you have an at-risk student-handout

Supervision in Social Work Field Education Part I: Preparing for Effective Supervision This training module provides an introduction to supervision in social work field education. It focuses on: a) exploring the importance of supervision in social work field education; and, b) helping students and field educators prepare for effective superv ision.

View the Presentation - Requires Window Media Player

(9:42) Copy of the Presentation Slides

Additional Materials Preparing for Supervision: What's Expected and Why (Handout)

Supervision: Preparing an Agenda (Helpful Tool)

Student Supervision Record (Required Form)

Part II: Developmental Supervision & Learning Contract Development This orientation segment contains more in-depth information about the role of supervision in social work field education. This segment is password protected. Please contact our field department, [email protected], if you have not received the password and would like to access these materials. (Link/ Refer to Developmental Supervision Module)

Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2015-2016\Supervision in SW Field Ed.docx


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SUPERVISION & FEEDBACK

Professional relationship between FE and Student Intern: promotes professional development of knowledge, skills, and abilities to provide social work services.

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Supervision in Field Education• Field Educator: One hour per week

• Optional Task Supervisor role- impt. Communication• Modalities of supervision (1-1, group, videoconference)

• Expectations regarding student: mutual process• Supervision Agenda (preparation)• Supervision Record form (REQUIRED – weekly)• Link to online supervision resources

http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training/supervision.html

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Supervisor as an Educator

Supervision of MSW Student vs. Supervision of Employee

-Role of educator – teacher in the field

-Educational assessment of student

-Considering Learning styles

-Competency based

-Professional Development

-Not necessarily focused on training to “do the job”

-Partnering with the UB SSW Field Department

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3 Dimensions involved in Supervision

• Administrative: Orient students, Policies/Procedures; resources; time sheet accountability. Promote good work standards

• Educational: Development of knowledge, skills and competencies, reflection; LC review

• Supportive: Providing ongoing, honest feedback and support; self-care issues

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• Clarify the purpose of assignments

• Provide detailed directions and instructions

• Work with the student to complete tasks prior to having them do it on their own

• Regular review of student workload

• Provide a variety of learning activities

• Clarify expectations for the student’s performance

• Provide early opportunities for client contact

• Incorporate ways to observe student engaged in the work

Elements Related to Tasks and Assignments

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• Develop trusting relationship (mutual respect)• Clear expectations • Provide dedicated time and space for weekly supervision• Provide support and safety• Help link theory to practice• Facilitate reflective discussions• Encourage difficult conversations• Provide clear, consistent feedback• Acknowledge power differential• Modeling

Qualities of Effective Supervision:

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“Tough Choices” and

FEEDBACK • Ongoing, timely, specific, honest, balanced, private and invites conversation

• Expect your student to take an active role and expect them to be prepared

• Opportunities to observe student in practice

• Utilize the time to provide ongoing, honest and open feedback

• CAUTION: At times, FE’s remember when they were a student and may offer leeway, and/or accommodate the student in ways that are not helpful.

• All students need to be held to the same standards.

• Educational experience tied to competencies

• Challenge students to go outside of their comfort zone

• Balance of high support, high expectations and challenge

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NASW Code of Ethics

Boundaries Competency

Evaluation Student/Client Relationship

NASW Code of Ethics (*3.02 Education and Training)

http://www.naswdc.org/pubs/code/

UB Sexual Harassment Policy

http://affirmativeaction.buffalo.edu

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Keeping in touch with Liaison

Is my student on track educationally at this point in the semester? Competency Development

Professionalism-Time and attendance issues -Communication

Role as Gatekeeper

UB SSW (2012)

Preparing for Supervision: Understanding What’s Expected and Why Why is Supervision Important in Social Work?

Being active in supervision contributes to professional growth, and to the development of self-awareness.

Supervision is an opportunity for students to clarify expectations. Social Work is stressful & difficult. One focus of supervision is support.

Student work directly affects client’s lives. Guidance, direction, support and feedback from the field

educator is important. Students should strive to use supervision in purposeful & responsible manner.

Meet at a regularly scheduled time with supervisor each week. Be prepared. Bring questions, observations, & requests for input & feedback. Use the time to examine your performance & explore new ideas.

Expectations for students include:

Dependability & follow through on assigned work Attention to detail & proper procedures Initiative in work-related assignments A cooperative attitude toward the field educator & other staff A willingness to learn from whatever tasks are assigned Openness to supervision, including asking for, and learning from constructive criticism Willingness to seek help when needed

Stages of Supervision:

Orientation: Students may feel uncertain; anxious Exploration and Skill Building: Students begin developing confidence as they build skills and

competencies Beginning Competency: Students have acquired knowledge about the placement agency, and the

attainment of skills increases student confidence. Students have a greater degree of self-awareness related to their own strengths and weaknesses, as well as particular areas of interest.

Supervision is an interactional process. However it is not therapy. Many students are drawn to the profession thinking it is a way for them to address their own issues. Supervision is not the place to do that. It is possible that, in working with clients, you may bump into your own issues. Having insight about that can be helpful. However, if your issues are getting in the way of being effective with your clients, you should seek outside resources and counseling to address them. Do not be offended by this recommendation - it is in support of you being a more effective social worker. Conflicts may arise in the supervisory relationship. For example, you may feel that your field educator does not devote enough time to you and your learning needs. Or you may feel that your field educator is either too controlling or not structured enough. The two of you may have very different personalities. Perhaps you & your field educator differ in terms of gender, race, ethnic background, or age and this somehow affects your relationship. Whatever the conflict, talk about it. Do not avoid the problem. You will be expected to find ways to deal with these issues. Remember, your faculty liaison is available to assist in problem solving.

Q:\Field Educator Information\Field Educator Orientation\_Field Educator Orientation Packet\Supervision Record Form - Generic.docx

MSW STUDENT SUPERVISION RECORD Agenda & Record of Discussion

Submit with Placement Evaluation

Instructions – The primary areas of foci in social work supervision are to: 1) provide a consistent opportunity for the supervisee to reflect on the content and process of their work; 2) develop understanding and skills within the work; 3) receive information and another perspective concerning one’s work; 4) receive both content and process feedback; 5) be validated and supported in their professional development; 6) provide support around difficulties, including issues of transference and countertransference; 7) plan and utilize personal and professional resources better; 8) be proactive rather than reactive; and, 9) ensure quality of work. Learning Contract activities/ UB SSW Competencies and Practice Behaviors should be addressed in supervision.

Supervisee: Click here to enter text. Field Educator: Click here to enter text. Task Supervisor (If Applicable): Click here to enter text.

Date of Supervision: Click here to enter text. Session Length: Click here to enter text.

Attendees: Click here to enter text.

Key Discussion Points; Client Issues Click here to enter text.

What Went Well in Practice; Areas for Improvement Click here to enter text.

Supervisee Questions Click here to enter text.

Actions; Recommendations; By Whom; When Click here to enter text.

Next Meeting: Click here to enter text.

Date of Supervision: Click here to enter text. Session Length: Click here to enter text.

Attendees: Click here to enter text.

Key Discussion Points; Client Issues

Dear Field Educator,

Being active in supervision contributes to professional growth, and to the development of self-awareness. The Field Office requires students to complete this Student Supervision Record weekly as a means of facilitating their participation and preparation.

This form, and supervision in general, is discussed in Field Lab with students before they begin field. The form can be found on the School’s website and in students’ My Field Education web portal.

REFLECTIVE SUPERVISION QUESTIONS

Throughout the Field Placement Experience 1. Establishing the Supervisory Relationship

What are your expectations/needs from a supervisor? What prior experiences do you bring to the supervisory relationship? What is your personal learning style? How does this impact the supervisory relationship and process? How does this relate to your work? Do you have any concerns about safety in this field experience? How do you take care of yourself? How do you handle stress? How do you approach conflict?

2. Developing the Learning Agreement What do you understand your role to be? What are the boundaries and limitations related to this role? What are your expectations and areas of interest? What do you anticipate will be most challenging for you? What skills/techniques would you like to concentrate on? What areas of focus from your practice course need to be integrated into the Learning Agreement?

What is your plan to do this? What barriers do you see to success?

3. Throughout the Semester… What concerns do you have about your own safety or the safety of clients? What qualities/attitudes/skills need to be present at every session/contact with a client? How would you describe your counseling style? Describe the steps that you take to build rapport with clients. What skills/techniques do you use when you (insert task)? What was your biggest concern and how did you approach it? What is your experience working with other workers, students, volunteers from within your work

unit? What about other parts of the agency? How do you see my supervisory style working (or not working) with your learning style?

Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2015-2016\Reflective_Questions.docx

4. In response to specific issues or concerns… How do you experience the situation/person/group? What experiences do you have related to the current situation? What strengths do you bring to the relationship? What personal limitations do you bring to your work? How do all of these impact your role in facilitating change? What concerns do you have about your own safety or the safety of clients? What do you see as the areas of focus to resolve the crisis? What are your limitations as a helper? What barriers are you facing? Do you have any ideas about how to overcome them?

5. Mid Semester Evaluation… What is the progress on the specific assignments you have been working on this semester? In reviewing each competency area on the learning agreement what areas need additional focus or

discussion? What areas need additional focus? What will you do to improve and what support do you need? What are your strengths and how have you applied them in this setting? What skills have you been able to transfer from previous experiences (i.e. from work, internship,

volunteering, from life)? Can you describe a specific accomplishment or proud moment? Is your field experience what you expected? Describe your workload. Is it too much, too little, just right? At this point what grade would you give yourself and why? Discuss concrete examples of what a AC,

C, EC, etc. look like. If you could change something, what would it be? What feedback is most helpful to you?

6. End of Semester Evaluation… What plans have you made for continuity of services to clients you are working with? (Either over

semester break or at the end of the placement) What has the client termination process been like for you? What are the accomplishments that you are most proud of? How did you perceive your role at the agency as it fits with other program areas and agencies in the

community How would you describe your field experience to an incoming student? What knowledge/skills will you take with you? Is there a specific situation/experience that stands out? What did you learn about yourself? If you could change something about your experience what would it be?


7. Promoting Professional Development How has your identity as a social worker grown and developed related to (specific experience or

stage in placement)? What areas you would identify for your ongoing professional development? How do your personal values and biases impact the therapeutic relationships with this client? How do your personal values and biases intersect with professional ethics in this practice situation? What preconceived ideas do I have about this clients situation (i.e. poverty, issues of privilege, race,

religion)? How are these influencing my practice? How do you identify and respond to power differentials in your relationship with clients (or related to

a specific experience)? How do culture and issues of difference impact this client’s experience? How do culture and issues of difference impact the therapeutic relationships with this client? How can I use my understanding of differences as an opportunity for growth and change as a

professional? How can I use my understanding of differences as an opportunity to facilitate change for clients?

Facilitating Integration of Practice and Field Experience in Liaison Groups or Group Supervision Field Seminar or Supervision Groups

What kinds of group or team experiences have you had? What positive experiences? What negative? What roles do you tend to take in groups? How will these experiences influence your experience in this group? How do you approach group conflict? How is this effective or ineffective and how would you like

your experience in this group to be different? How should our group approach conflict? In what ways has our group gone through the forming, storming, norming and performing stages of

group development? What is working in this group experience? What might we do different? How can our group experience be enriched? What common experiences are group members having? Are there experiences that group members have had that we all can learn and grow from?


Developmental Stages of Students in Field

Stage 1: Beginning “High Anxiety”

Characterized by: • Learning field placement expectations and requirements Critical Questions: • Can I meet the learning goals of the internship? • Can I deal with all of this? Students Need: • Permission to be learners; to understand learning styles • To build self-awareness of strengths and limitations

• To identify support systems

• To discuss feelings and questions with field instructor

• To be introduced at the agency, to have a place to sit, to leave coat, papers

• Clarification of roles, expectations, and policies

• An orientation plan

• A plan to focus goals and meet general requirements

• To individualize placement

• To understand how to use supervision in planning and reviewing work

• Skills to start work assignments Processes/Tasks to Master Stage 1: • Learn:

- Role - Agency - Unit Responsibilities - Specific Internship Tasks - Client Population and Needs - Community

• Work Through:

- Feelings about clients, authority and responsibilities Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2015-2016\Developmental Stages of Students in Field.doc


Stage 2: Reality Confrontation “Engagement”

Characterized by: • Becoming engaged with the agency Critical Questions: • Will I like it here? • Is this agency for me?

• Can I get my needs met here? • If I don’t like something, should I keep it to myself?

Students Need: • To talk with peers, field instructor, and faculty liaison about doubts and fears

• To reflect on how they handle stressful situations; to use stress management skills • To examine their expectations of themselves • Permission to make mistakes and take risks • To identify discomforts with agency, field instructors, social work profession • Assistance with major problems, crises, and decisions • To explore feelings about support, authority, independence • To build a solid supervisory relationship with field instructor • Effective supervisory conferences • Skills in feedback Processes/Tasks to Master Stage 2: • Learn:

- To Use Information - Carry Out Internship Tasks - Make Decisions - Engage Clients and Resources - Basic Skills - Use Supervision

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Stage 3: Relative Mastery “Basic Mastery”

Characterized by: • Able to perform core internship tasks well

• Identify and analyze problems

• Recognize when methods are not achieving desired results Critical Questions: • Can I continue to get my personal and professional needs met here?

• What’s next? • Can I make an impact? Students Need: • To take more initiative in own learning, become more self-directed

• To explore new challenges • To continue building relationship with field instructor • To evaluate more concrete feedback • To evaluate own practice • To build on strengths and interests • To identify what learning they still need • To find ways to contribute to the agency Processes/Tasks to Complete Stage 3: • Learn:

- To work as a Team Member - Organizational Influence Skills - Specific Skills Needs for Functional Independence - Specialized Knowledge Needed for Practice Competence



Stage 4: Closure “Termination”

Characterized by: • Feeling ambivalent about ending • Reappearance of self doubt Critical Questions: First Year Students Can I meet next year’s higher expectations? Students Need:

Graduating Students Can I really do this work now? Being distracted by new demands (job search, license exams, relocating)?

• To reflect on past experiences with endings; identify patterns

• To share feelings with seminar members and field instructor • To start closure process early • To develop an ending plan • To reflect on their growth and learning • To use learning to develop new goals and future plans

Processes/Tasks to Master Stage 4: • Learn:

- Advanced or Specialized Skills - Preparation for new Roles

• Work Through:

- Own Professional Goals - Balance of Personal and Organizational Needs


Q:\Field Educator Information\Field Educator Orientation\_NFEO Packet 2015‐2016\Right Pocket\Section 3\Learning Style Quiz.doc

LEARNING STYLE QUIZ Instructions: Read each question and circle the answer that best corresponds to your behavior. When you are finished, add your number of responses for each letter. 1. When you read, do you A. Enjoy descriptive passages and visualize the scene B. Enjoy dialogue and hear the characters in your mind C. Prefer action scenes, but do not enjoy reading 2. When you learn something new, do you A. Like to read instructions or see demonstrations B. Prefer verbal instructions C. Jump in and learn by doing it 3. When you are spelling an unfamiliar word, do you A. Visualize the word in your mind B. Sound the word out as you spell it C. Write the word down first 4. When you want to relax, do you A. Watch TV or read B. Listen to music C. Play a game or exercise 5. When you are concentrating, do you A. Get distracted by messy surroundings B. Get distracted by noise C. Get distracted by activity around you 6. When you are trying to figure out how someone is feeling, do you A. Look at their facial expressions B. Listen to the sound of their voice C. Look at their body movements 7. When you teach someone something new, do you A. Show them what to do or write down instructions B. Tell them what to do C. Do it with them 8. When you compliment someone on their work, do you A. Write them a note B. Tell them they did a good job C. Shake their hand or pat them on the back

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9. When you are bored, do you A. Look around or doodle B. Talk to yourself C. Move around or fidget 10. When you need to remember something, do you A. Write it down B. Say it to yourself over and over C. Think about it while moving around 11. When you are giving directions, do you A. Draw a map B. Give clear and detailed instructions C. Point and use body language to explain the directions 12. When you are putting something together, do you A. Read the directions first B. Prefer to have someone to tell you what to do C. Figure it out as you do it Total number responses for each letter. A _____________ B _____________ C _____________ VISUAL AUDITORY KINESTHETIC Adapted from Rose, C. (1985). Accelerated learning. New York: Dell Publishing.

Characteristics of the Learning Styles Visual Learners • Learn best from information they can see or read • Prefer written instructions as they remember information they read • Prefer visual aids to accompany verbal instructions • Learn how something is done through the observation of others • Enjoy information that is presented visually Auditory Learners • Need to hear information to retain it • Prefer verbal instructions over written materials • Remember information through verbal repetition • Prefer to discuss ideas aloud in order to further process information • Enjoy group discussions and activities Kinesthetic Learners • Prefer to learn through experience • Obtain the greatest benefit by participation in an activity • Remember information that they experience directly • Enjoy acting out or recreating situations, such as role playing • Enjoy hands-on activities that involve active, practical participation (Adapted from Bandler & Grinder, 1979; Dunn & Dunn, 1978; Reiff, 1992; Rose, 1985; Wislock, 1993) Adapting Your Learning Style Now that you understand the characteristics of these learning styles, it is important to recognize and respond to the learning needs of your student, particularly when your student has a different learning style than your own. For example, if you are a visual learner, you are likely to teach using visual methods. If you have a student who is an auditory learner, this can be a barrier to the learning process. Teaching Strategies for Different Learning Styles Strategies for the Visual Learner

• Provide a variety of visual materials to facilitate the learning process.

• Visual learners will appreciate reading materials about the agency, including information on the agency’s history, the client population, and intervention methods.

• Demonstrate to students how something is done, rather than telling them. • Visual learners prefer to learn by observation before they feel comfortable performing

the task independently.

• Allow students many opportunities to observe others.

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• Provide written instructions and encourage students to take notes during supervisionsessions.

• Try to find a quiet place for students to work and keep the environment quiet duringsupervision sessions.

• Visual learners are easily distracted by noise.

Strategies for the Auditory Learner • Rephrase important points to increase understanding.

• Ask students to discuss in their own words their understanding of the information beingaddressed.

• Processing information and instructions aloud will increase the students’ understandingand retention of the information.

• Encourage discussion and invite questions.

• Remember that students may not initially indicate that they do not understand.

• Provide students with opportunities to talk to other social workers and staff membersabout their job functions and responsibilities.

Strategies for the Kinesthetic Learner • Provide opportunities for students to be involved in agency activities quickly.

• Use role plays to act out potential client scenarios.

• Kinesthetic learners prefer to learn by doing and role plays are an effective way tofacilitate learning prior to client interactions.

• Provide early opportunities for students to have client contact.

• Kinesthetic learners will be anxious to begin experiencing agency practice on their ownand may become frustrated with continued observation. However, be sure to assessstudents for readiness and provide adequate supervision.

• Develop assignments that will be interactive. For example, to learn agency policies andprocedures, have the student develop a presentation to be given during a staff meeting.

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LOG/JOURNAL FORMAT

The following is a format for using a log or journal in field education. This is not a requirement for field placements but rather is provided here as an optional teaching/learning tool. This format has been designed to have maximum applicability to a wide range of practicum placement settings. The log format is followed by “real life” examples of student logs. This approach is intended to maximize understanding of how the format is utilized by students in various field placement settings. Description of Activities Discuss what you actually did during the week. For example: How many clients did you have? Were you involved in any supervisory or multidisciplinary meeting? What type of documentation did you do? Did you study or refer to agency policies for any reason? In other words, give a run down of your activities of the week with special focus on those activities that have aided you in increasing your skill and knowledge as a developing social work practitioner. Feelings What kinds of personal reaction did you have to situations you encountered during the week? Examine both negative and positive reactions. For example you might write something like: My supervisor told me she really appreciates my commitment to professionalism. When I heard that, I felt both proud and thankful. When I hear comments like that I think to myself that I am going into the right profession.

OR All day long we were swamped with crisis calls. One mother needed food for her children, another lady said she and her baby would be kicked out of their apartment if she didn’t get some help with the rent. When I went home, I was drained, and I wondered how some social workers do it. Values In this section discuss how personal values and professional social work values have been taken into consideration during the course of your day.

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For example you might state: This week I gained a real understanding of two of the core values of social work, dignity and worth of the person and the importance of human relationships. I was working with a client who has been on my caseload for one month. Working together we have been able to get him over his immediate crisis. I was also able to locate a person who will provide him with therapy at a very affordable rate. However, my client decided against it. Even though I was a little upset, because I think the therapy could help him a great deal, I remembered the importance of client self-determination in social work. So I told my client that should he decide in the future that he wants therapy, I would help him locate another therapist. Observations of Sociocultural Factors In this section of the log, examine how factors of race, ethnicity, culture, socioeconomic status, age, gender, sexual orientation, marital status, national origin, physical disability, and so forth figure into your client’s interactions with different social systems. Also be vigilant of the manner in which your own worldview influences your interactions with clients. For example: You may be a male working with an elderly woman who expects you to remove your hat when you enter her home. Although you may not see the hat as a big issue, the elderly woman does, and even makes mention of it to you. In an attempt to better connect with her as a client, you remove your hat and apologize. Clearly the two of you operate by a different set of rules when it comes to conveying respect. In recognizing this, you have just identified important sociocultural factors in your interaction with the client.

OR Let’s say you are Native American and have just been assigned to work with an African American family. Since you have had little contact with African Americans, you attempt to increase your cultural competence by reading about African Americans in the social work literature. When you visit the family, you find out that they are not at all like the families you have read about. What this teaches you is that even though there may be a great deal of written material about the culture of a given group of people, to assume that all persons from that group will exhibit those characteristics is still stereotyping, even if the characteristics are presented in a positive or non-judgmental manner. This is a case of recognizing the importance of having knowledge about cultural characteristics of different groups of people, but being flexible enough in your assessment of clients to allow for uniqueness in family and individual patterns of behavior. Integration of Theory and Practice In this section you need to look back on all the information you have entered into your log for this week and examine what you have observed or done, while considering how your experiences relate to what you have been learning in your classes.


For example: Part of your involvement with a community center that advocates for people with AIDS leads to your participation in a letter writing and phone calling campaign directed at state legislators. You remember your coursework in the area of community organization and recognize that you are engaging in a form of social action.

OR During the completion of a biopsychosocial assessment, you realize that your client is in need of assistance in connecting with services that are available in the community. In remembering what you have learned about ecological systems theory, you remember that people may often experience problems as they interface with the external environment. Therefore, you recognize the need to act as a services broker in helping to link your client with needed services.

OR Your field supervisor states, in a client case staffing, that a particular client has been afraid to confront his boss about unfair treatment at the workplace and has instead been directing his anger at his children, becoming very agitated over easily resolvable issues. From your study of psychoanalytic theory, you recognize the client’s behavior sounds very much like the defense mechanism of displacement.

OR You may be working with behaviorally different children in a school setting, where you notice that the teacher praises good behavior and ignores disruptive behavior. From your study of behaviorism, you know that behavioral approaches of positive reinforcement combined with extinction are being used in an attempt to modify the student behavior.


Example of a Log/Journal Entry: Field Placement Site: A correctional facility for women

Description of Activities During this week in placement, I was involved in plans to improve the visiting area for families. I had several individual sessions with clients at my office. I also conducted two groups for women who have chemical dependency problems.

Feelings Corrections work is very exciting, but it is also very stressful and draining. The other day I was in the middle of one of my sessions when a “lockdown” was ordered. At first, I was a little worried. I saw six correctional officers run past the window that faces the hall in our group meeting area. A moment later one of the officers instructed us that we would need to remain locked in our group meeting area until an “all clear” order was issued. At first the group members began to speculate about what might have happened. Three of the seven group members got up to look out the window. Just then one of the group members laughed and said, “lets get back to work, we wanted a longer group time today, and I guess we got it.” I was glad that happened, because I was concerned I might lose control of the group.

Values In the prison, the value of Dignity and Worth of the Person keeps coming up for me over and over again. So often I hear administrators and officers talk about the inmates as though they were less than human. I know these women have committed crimes, but they still are human beings. I see where social work values are not necessarily shared by other professionals in the prison.

Observations of Sociocultural Factors Prisons definitely have their own culture. Inmates view professionals, even social workers, with a lot of suspicion. In prison, it takes the inmates a long time to feel comfortable with someone to the point that they will be willing to discuss feelings more openly.

Integration of Theory and Practice In the women’s chemical dependency group, I have come to realize that many are victims of abuse and that they have often turned to drugs to help them cope with feelings of hurt, anger, depression, or loneliness. One inmate stated that her stepfather used to sexually abuse her every night when she was 13 and 14 years old. From that point on, she used drugs to escape her feelings. She became a prostitute at age 15, after running away from home. Hearing such stories makes it hard for me to fully accept the disease model of addiction. I see much more going on in the development of addiction for most of my clients. I take more of a biopsychosocial approach in understanding addiction among members of my treatment group. I believe that multiple factors of abuse, along with social, emotional, psychological, economic, and gender issues, have contributed greatly, and in concert, in the development of my clients’ problems with drugs and/or alcohol.

Coggins, K., & Hatchett, B.F. (2002). Field Practicum: Skill Building from a Multicultural Perspective. Peosta, Iowa: Eddie Bowers Publishing Co.


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